Laura K Rogers
Biographic Data
| ID | 5182159 |
|---|---|
| NAME | Laura K Rogers |
| GIVEN NAMES | Laura K |
| FAMILY NAME | Rogers |
| SIGNATURE | ROGERS L K |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0001-7784-6344 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Principal Burnout
Concern about occupational burnout among school principals has grown dramatically since the COVID-19 pandemic, particularly as a potential driver of high principal turnover. However, a lack of field knowledge about how burnout manifests for principals limits the formation of appropriate policies and practices to address burnout in this population. In this systematic review, we identify the definitions, antecedents, correlates, and consequences of…
Instructional Leadership Plus
Purpose: The purpose of this study is to explore how central office leaders have reconceptualized the role of the principal in light of the COVID-19 pandemic. We investigate central office leaders’ perspectives on the practices needed for principals to be effective in a post-pandemic context. We draw on semi-structured interviews with 155 central office leaders across school districts of varying sizes, demographics, and locations in 2021 and 2022…
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
Purpose: Despite the expansion of virtual learning during COVID-19, many questions remain unexplored on how to provide quality online instruction outside of a crisis-schooling model. Research Methods: The study takes place within a virtual school affiliated with the largest online curriculum provider in the United States. Using observations of synchronous virtual instruction and interviews with administrators and teachers in a virtual school syst…
The Returns to Experience for School Principals
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3 to 5 years and lea…
Is Role Change Enough? District Organizational Supports for Principal Supervision
Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors…
Assistant Principal Mobility and Its Relationship With Principal Turnover
Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs l…
Assistant Principal Mobility and Its Relationship With Principal Turnover
Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs l…
Assistant Principal Mobility and Its Relationship With Principal Turnover
Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs l…
Is Role Change Enough? District Organizational Supports for Principal Supervision
Background and Purpose: District school improvement efforts have increasingly focused on improving the quality of support principals receive from the central office. This study uses the theoretical lens of recoupling to examines efforts by one urban district in the midst of change to revise the role of principal supervisors. Analysis focuses on how district organizational structures and systems supported (or did not support) principal supervisors…
The Returns to Experience for School Principals
Despite increasing recognition of the importance of high-quality school leadership, we know remarkably little about principal skill development. Using administrative data from Tennessee, Oregon, and New York City, we estimate the returns to principal experience as measured by student outcomes, teacher hiring and retention patterns, and teacher and supervisor ratings of principals. The typical principal leads a school for only 3 to 5 years and lea…
Principal Burnout
Concern about occupational burnout among school principals has grown dramatically since the COVID-19 pandemic, particularly as a potential driver of high principal turnover. However, a lack of field knowledge about how burnout manifests for principals limits the formation of appropriate policies and practices to address burnout in this population. In this systematic review, we identify the definitions, antecedents, correlates, and consequences of…
Instructional Leadership Plus
Purpose: The purpose of this study is to explore how central office leaders have reconceptualized the role of the principal in light of the COVID-19 pandemic. We investigate central office leaders’ perspectives on the practices needed for principals to be effective in a post-pandemic context. We draw on semi-structured interviews with 155 central office leaders across school districts of varying sizes, demographics, and locations in 2021 and 2022…
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
Purpose: Despite the expansion of virtual learning during COVID-19, many questions remain unexplored on how to provide quality online instruction outside of a crisis-schooling model. Research Methods: The study takes place within a virtual school affiliated with the largest online curriculum provider in the United States. Using observations of synchronous virtual instruction and interviews with administrators and teachers in a virtual school syst…
Teacher Education and Leadership Studies (6 works) · Computer Science (4 works) · Pedagogy (4 works) · Psychology (4 works) · Educational leadership (3 works) · Instructional leadership (3 works) · Collaborative Teaching and Inclusion (2 works) · Educational Assessment and Improvement (2 works) · Management (2 works) · Mathematics education (2 works)